quality assurance services guide for module leaders · guide for module leaders quality assurance...

Guide for Module Leaders QUALITY ASSURANCE SERVICES

11442 QAS Module Leader Guid.indd 1 21/11/2016 07:46

Guidance for Module LeadersThe Role of the Module LeaderEngaging StudentsAssessment and the Module LeaderModule Evaluation and EnhancementIn ConclusionOther Important Information and ResourcesExample Checklist for Module Leaders

1.2.3.4.5.6.7.8.

Contents


1 Guidance for Module Leaders

The aim of this good practice guide is to provide an overview of general principles for leading a module as a Module Leader and managing an excellent education and experience for our students. It has been developed with the Module Leader in mind, with the intention to produce a flexible working document which can be used and adapted by Module Leaders to suit their own requirements.


2 The Role of the Module LeaderModule Leaders are an integral part of the course team at our University and are responsible for the design, delivery and updating of their modules in collaboration with members of the course team and Course Leader/Director.

The module is the standard ‘building block’ of all course design and delivery, identified in size by credit points which are linked to the notional hours of study. Courses consist of a defined collection of related modules which together constitute the Learning Pathway and overall coherent course structure as referred to in our Education Strategy 2016-21.

In designing modules and this coherent learning pathway, Module Leaders are ensuring alignment with our University Education Strategy, adherence to relevant sector academic standards set out in the Frameworks for Higher Education Qualifications, the UK Quality Code, and relevance to course aims, learning outcomes and related subject and professional benchmarks.

It is the responsibility of the Module Leaders to ensure that all staff involved with the module are engaged and fully briefed on the module specification, the schedule for delivery, the areas of assessment, marking schemes, turnaround times and methods for providing feedback for students. They are also responsible for putting procedures in place to ensure consistency across the team of tutors who deliver and assess the module, where appropriate.

Activities could vary from School to School, but would normally include coordinating and leading on all aspects of teaching for the module, the assessment schedule, producing Module Handbooks, (University templates are available) and ensuring that moderation processes are in place.

Engaging Students

Module Leaders and the module team play an important role in ensuring the excellent education and experience for all students on their modules. Our aim in the Education Strategy is to ensure through a coherent learning pathway across the level/course that students are inspired, engaged and supported to flourish as independent learners, critical thinkers and capable citizens.

Students should be provided with a clear understanding of who to go to for help and advice on the module (and course).

An important element of the Module Leader’s responsibilities is to ensure that students are provided with clear, accurate and reliable information about the module and how this fits into the Learning Pathway and connects with other modules on the level/course. Normally students would be provided with a Module Handbook or equivalent module information online.

The Module Handbook template is available from Quality Assurance Services [email protected]. This template can support the Module Leader in this development and provides detail of sector expectations regarding provision of information for students, e.g. module aims, learning outcomes, activities, graduate attributes, assessment, marking criteria and schedule. Guidance is also given on making the Module Handbooks available online.

Module Leaders can ensure they are kept updated on an annual basis by accessing current documentation, for example, the updated course specification and module specification.

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4 Assessment and the Module LeaderIt is important that the Module Leader and the team understand their responsibilities for assessment to ensure all module assessment is carried out appropriately, in line with the agreed assessment criteria and outcomes. Ensuring feedback identifies strengths, weaknesses and areas for improvement to obtain higher grades, along with mentoring for less experienced markers if required. This will ensure that effective internal moderation has taken place within the course team.

All internally moderated marks are provided for inclusion into the Banner system in accordance with the relevant School timescales. The accuracy of the marks on any spreadsheets will need to be checked and any matters affecting the assessment of the module discussed with the Course Leader/Director before the exam committee or board of examiners.

Discussions should also take place with the Course Leader for any arrangements that are in place for academic support, for students who are deferred or eligible for re-assessment, and involvement with the annual review. The Module Leaders would also make sure that appropriate information is given to External Examiners.


5 Module Evaluation and EnhancementModule evaluations are really important in terms of student feedback and student satisfaction. Our University uses module evaluation mechanisms for module and course teams to better understand students’ views on their student experience and to identify excellent practice and areas for further improvement.

This is one of a number of mechanisms we have in place for students to provide feedback on their student experience. Section 3.3 of the Academic Regulations set out our University’s commitment and approach to student engagement and partnership. We value and listen to the student voice and use this to inform ongoing course and module review and continuous improvements. Closing the loop on feedback provided by students is an important element of these processes with course monitoring providing one outlet for this. You may wish also to utilise other approaches to provide timely feedback to students on the matters they have raised depending on the timing and nature of feedback provided.

The Student Voice will be a core element of the National Student Survey from 2017 with the inclusion of a new question bank with the following questions:

NSS 2017: Student voice [new section]

23. I have had the right opportunities to provide feedback on my course.

24. Staff value students’ views and opinions about the course.

25. It is clear how students’ feedback on the course has been acted on.

26. The Students’ Union (association or guild effectively represents students’ academic interests.

It is good practice for module teams to adopt a light touch mid-module review which can engage students on the module in discussion about their experience so far (normally Weeks 3-4) so that any adjustments can be made if required.

The end of module evaluation survey provides more detailed and comprehensive feedback from students on the module which is used to inform further improvements for the next delivery and which informs the course monitoring and annual review process.

Our University has a new online module evaluation system known as EvaSys, which was piloted in 2015/16 and is in place for all modules from Semester 1 for 2016/17 in all schools. Standard survey reports from this module evaluation system will be provided for Module Leaders. It is the Module Leader’s responsibility to analyse any feedback in relation to ensuring any changes are acted upon and recorded in an action plan (where needed) for their annual monitoring review report.

Normally, Module Leaders would reflect on the performance and achievement of students on the module, together with any feedback provided by students, such as from the module evaluation survey, to inform any further changes to future module delivery or course review. A summary of this analysis is usually produced and provided as information for External Examiners.

Further liaison with the relevant course directors or leaders may be required along with responding to External Examiners’ comments as appropriate and facilitating positive discussions with students in relation to student feedback.


7 Other Important Information and Resources

Module Leaders should also be aware of our University’s relevant Academic Principles and Regulations and relevant sector expectations. The following links may be helpful should you require further information, guidance or advice:

Academic Integrity

The serious consequences of plagiarism and other types of unfair practice are detailed in section 2.9 of the Regulations at: www.leedsbeckett.ac.uk/public-information/academic-regulations/section-2/

The Little Book of Academic Integrity

www.leedsbeckett.ac.uk/studenthub/academic-integrity

Academic Principles and Regulations

The University Academic Principles and Regulations can be found at

www.leedsbeckett.ac.uk/academicregulations/

Centre for Learning and Teaching

Support in teaching and learning practice can be obtained from the Centre for Learning and Teaching at [email protected], along with any requests for mentorship if required.

Extenuating Circumstances and Mitigation

Details on Extenuating Circumstances and Mitigation can be found at

www.leedsbeckett.ac.uk/studenthub/mitigation/

In ConclusionThe aim of this guide is to provide an overview of the general principles of leading and managing a module, such as delivery, assessment and review. Whilst these principles are important for successful modules, the Module Leader is also working within formal university procedures, relevant professional, statutory and regulatory body requirements and external sector expectations.

If you would welcome further information, advice or support then the first point of contact for all Module Leaders is likely to be the relevant Course Leader/Director or Head of Subject in your School. Additional support is available from course/student administrators.

Support in teaching and learning practice can be obtained from the Centre for Learning and Teaching by email [email protected], along with any requests for mentorship if required.

Support on the interpretation and application of academic regulations and related processes is available from Quality Assurance Services by email [email protected] or telephone 0113 8123777.

Included at the back of this guide is an example checklist for Module Leaders to refer to prior to delivery and in discussion with the appropriate Course Leader/Director in their subject area. This could be modified by Module Leaders to include dates for completion or as an aide memoire.

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Education Strategy 2016-2021The strategy is available at www.leedsbeckett.ac.uk/educationstrategy

Engagement and Partnership with Students

Section 3.3 of the Academic Regulations explains our University’s approach to working in partnership with our students for the improvement of their educational experience.

www.leedsbeckett.ac.uk/public-information/academic-regulations/section-3/

Modifications

Further information on modifications can be found under section 3.2 Annual Monitoring, Review and Enhancement Section of the of the Academic Regulations

www.leedsbeckett.ac.uk/public-information/academic-regulations/section-3/

Module Handbook Template

The Module Handbook Template is available from Quality Assurance Services at

[email protected]

UK Quality Code

The UK Quality code for Higher Education can be found at

www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code

Quality Assurance Services

Support on the interpretation and application of academic regulations and related processes is available from Quality Assurance Services [email protected]


8Example Checklist for Module Leaders QA cycle dates

when complete.Pre-Delivery & Pre-Module teaching team meeting

Submit timetable requests for seminars & lectures using the Data Capture system

Produce Module Handbooks and assessment details (ensure details match the relevant MS i.e. assessment weightings and module learning outcomes) Ensure any future modifications are in appropriate timeframe re CMA

Ensure students & staff are aware of the assessment criteria and that its reviewed on course planning days

Update the module page on My Beckett

Send module handbook, coursework assessment details and External Examiner approval form to student administrator or admin team leader (depending on School)

Ensure the appropriate learning resources for the module are available (liaise with academic librarian etc.)

Provide Course Directors/Leaders with assessment deadlines, to ensure submission deadlines are not bunched with other assessment deadlines at the same level.

Pre module teaching team meeting with the Course Leader/Director, discuss teaching schedule, seminar approaches, rooms and assessments. Ensure communication with all part-time and fractional staff colleagues who could be involved in the teaching of the module for consistency across the team of tutors (which could also include collaborative provision)

Start of the module

Introduce students to the module-Giving aims/objectives and module handbook, schedule and content of weekly teaching activities specifying assessment tasks and criteria and dates for hand-in. (which include pre-assessment/formative tasks) Ensure students know how many copies are required for final date and via Turnitin.

Inform students of communication policies and tutor/student support systems. Ensure all module tutors are aware of what information the students have been given and discussed with them.

Approve or reject elective module transfer requests (if applicable)

Ensure all the module/course team are aware of any students with Reasonable Adjustment Plans.


During the module QA cycle dates when complete.

Monitor Beckett – communication

Complete registers in each session and return to the appropriate area within one week.

Monitor student satisfaction on a regular basis

Touch base with teaching team

Provide assessment support-tutorials.

Set up Turnitin Submissions for students

Complete mid-module review and update actions on MyBeckett

Produce exam papers if required and send to Student Administrator/Admin Team Leader to forward to the External Examiner

Enter exam date/time requests on Data Capture system. Please ensure you request pool invigilators for the main room at this point. The length of the exam time that you request should not include any extra time for contract students

Invigilate main exam room, if appropriate (or arranges for another academic to cover

Organise academic cover to start and finish contract rooms (inform student admin of who will cover each room if required)

Organise marking arrangements, including: a pre-marking standardisation meeting re marking and feedback, distribution of scripts for marking (noting which scripts each module tutor is marking), moderation arrangements, and confirm marking deadlines and process for returning marks to ML/entering on Grade-e-ent

Release provisional marks/feedback within 4 week (20 days) turnaround period giving appropriate dates


End of the module QA cycle dates when complete.

Ensure module evaluations are undertaken via EvaSys

Compile module feedback from teaching team

Complete module evaluation review form including enhancements, following staff and student feedback

Collate marks from module team

Enter marks in Turnitin/send to administrator/enter directly into grade-e-ent

Follow up/check any NS/NA marks as soon as possible.

Check entered marks and confirm if they are correct

Analyse student results with the course director/leader, particularly looking at specific groups re attainment e.g. BME students, Disabled Students ( see MI Hub)

Return hardcopy assessments to students if applicable. This can be done via your student administrator.

Compile moderation form and sample for the External Examiner

Attendance at appropriate Exam Board & Committee to represent and confirm marks is required.

Review External Examiner feedback, and work with course team to collate a response to the EE.

Submit any minor modification requests (if applicable) within appropriate timeframe (CMA)

Represent module at Annual Review and Enhancement meetings

Specify arrangements for Reassessment workshops/tutorials if required


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